CONTINUOUS ASSESSMENT AS A PREDICTOR OF ACTUAL PERFORMANCE OF STUDENTS IN FINANCIAL ACCOUNTING: A STUDY OF UNIVERSITY OF NIGERIA, NSUKKA
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CONTINUOUS
ASSESSMENT AS A PREDICTOR OF ACTUAL PERFORMANCE OF STUDENTS IN FINANCIAL
ACCOUNTING: A STUDY OF UNIVERSITY OF NIGERIA, NSUKKA
CHAPTER ONE
Introduction
Background
of the study
The dominant
methods of accessing student’s progress formerly was through
examination, which took place on terminal basis, yearly periods assessment was
based on knowledge acquired on various subjects of the school curriculum. During
those periods assessment related to effective and psychomotor domains were
neglected the various assessment carried out then were done on cognitive domain
alone.
However,
with the adoption of 6-3-3-4 system of education in Nigeria which calls for introduction
of continuous assessment as a means of assessing students was to make
assessment of learners more reliable, valid, objective and comprehensive. Since
the emphasis is now on the totality of learning, it become necessary to evolve
and use an assessment system that will consider all aspect of learning that is
the cognitive, affective and psychomotor domains. The 6-3-3-4 system evaluates
only the cognitive aspect of the child development and the assessment was done
on one shot in the sense that examination was done at the end of semesters’
work. This was done before the introduction of 6-3-3-4 system of education. In
fact, in most cases, pupils were not examined on what they have been taught
until the end of the semesters. You will also recall that the one shot system
of assessment only made use of test while class assessments are quizzes, take
home questions.
In the old
system, only the cognitive domain was assessed, that is only the intellectual
ability was examined. The affective domain – Interests attitudes, feelings and
emotions of the learners was ignored in the assessment. Similarly, the old
system did not also consider fully the psychomotor domain except in very few
instances.
The Nigerian
National Policy on Education (Federal Republic of Nigeria, 1977 & 2004)
states that educational assessment and evaluation will be liberalized by basing
them in whole or in part on Continuous Assessment of the progress of the
individual. The Policy also prescribed the central guidelines that should be
adopted by states and schools nation-wide and suggested the type of Continuous
Assessment instruments that could be used to achieve the ideals and objectives
of Continuous Assessment. Therefore the successful implementation of continuous
assessment system requires total adherence to the prescribed guidelines as well
as teachers’ proper understanding of the concept and practice of continuous
assessment. Thus, for continuous assessment to succeed much emphasis must be
placed on the professional competence and integrity of school teachers.
Continuous Assessment is the educational
policy in which students are examined continuously over most of the duration of
their education, the results of which are taken into account after leaving
school. It is often proposed or used as an alternative to a final examination
system. According to Grayson (1998),
he stated that “It is a process which deliberately allows for periodic
assessment throughout the course and take into account progress towards the
goal as well as success of finding out what the students have gained from
learning activities in terms of knowledge, thinking and reasoning, character
development and industry, learning tools may be used in finding out the outcome
of these learning activities. They include test, assignment, projects,
interview and questionnaires. The quota obtained on the students will be then
be used to aid his development. Besides, accurate records of such data are
field for further use and for the purpose of providing information to parents,
guardians and others who can use them for the benefits of the students.
Continuous assessment is systematic in that it
requires an operational plan. It is also cumulative in nature in that any
decision taken about a learner is based on earlier decisions and it is guidance
oriented in that any data gathered on the learners will serve as the basis for
further academic growth and development (Ojerinde &Falayajo, 1984; Okpala,
1985; Okpala&Utoh,2005). Puhl (1997) cited by Adebowale and Alao (2008)
also contended that continuous assessment offers a way to cater to a diversity
of learners particularly in a language class that derives from sociological
factors like maternal tongue differences, culture, and place of origin as well
as individual factors like differing abilities, interest, and motivations.
Nitko (2004)
described continuous assessment as an on-going process of gathering and
interpreting information about student learning that is used in making
decisions about what to teach and how well students have learned. Nitko
highlighted some merits of continuous assessment:
It promotes
frequent interactions between pupils and teachers that enable teachers to know
the strengths and weaknesses of learners to identify which students need review
and remediation. Pupils receive feedback
from teachers based on performance that allows them to focus on topics they
have not yet mastered.
Sumer (1987)
as reported by Danjumo (2004) referred to assessment as a situation which
elicits some kind of performance from each person, assessed and scores accruing
from it are reflections of attribute possessed by individual student. Valid and
realizable assessment of students that would be unbiased is therefore necessary
in order to project the ability of each student. Students who score high marks
in continuous assessment could be expected to score high marks in end of
semester examination and vice visa. This is refers to as positive relationship.
This is expectation, which may be different from reality; hence the need to
find out the level of correlation between continuous assessment scores and end
of semester examination marks.
Statement of
Problem
Poor
performances of students in tertiary institution especially in accounting
education is now at alarming rate. This
problem could be traceable to poor performance in the school Continuous
Assessment (CA) irrespective of the gender especially in schools. The problem
this study is set to investigate is to find out the extent to which continuous
assessment could serve as predictor of students’ academic performance in
university of Nigeria Nsukka, Ikere campus.
Purpose of
the study
The purpose
of this study was to establish whether a relationship existed between
continuous assessment scores used by lecturers with students’ academic
performance in accounting among university students. The study will examine:
The
relationship between continuous assessment scores and students’ academic
performance in financial accounting in 200 level.
Relationship
between continuous assessment scores of male and female students in financial
accounting.
The
predictability of continuous assessment score on students’ academic performance
in financial accounting.
Research
questions
The
following questions will be answered in this study:
What is the
mean performance of students in continuous assessment and examination scores in
Acc 201?
Is there any
significant relationship between continuous assessment scores and 200 level
students’ academic performance in financial accounting?
Is there any
significant Relationship between continuous assessment scores of male and
female students in financial accounting?
Will
continuous assessment score predict students’ academic performance in financial
accounting?
Research
Hypothesis
The
following null hypotheses were generated from the research questions.
Ho: There is
no significant relationship between continuous assessment scores and students’
academic performance in ACC 201.
Ho: There is
no significant Relationship between continuous assessment scores of male and
female students in ACC 201.
Ho: There is
no significant Relationship between examination scores of female and male
students in ACC 201
Ho:
Continuous assessment score will not significantly predict students’ academic
performance in ACC 201 at the end of 200 level examination.
Significance
of the Study
This study
will reveal the authenticity, reliability, consistency and predictability of
Continuous Assessment as predictor of students’ academic performance in
principles of accounting.
The outcome
of this study will assist lecturer to devise measures of assessing students’
performance and enhance his teaching strategies in the class.
The schools
management will find this study useful as it would help them monitor the
conduct of continuous assessment in the school in order to ensure that continuous
assessment achieved its aims.
Government
officials and examiners would also find this study relevant. It would help them
to devise proper measure of assessment, and evaluation so that students will
adjust and prepare harder before writing their final examination.
Students
will have access to assess themselves through the report of continuous
assessment be able to improve on performance.
The study will reveal the variability in the performance of male and
female students in financial accounting.
Scope of the
Study
The study of
Continuous assessment as a predictor of actual performance of students in
accounting among students was delimited to university of Nigeria, Nsukka, Ikere
campus.
CHAPTER TWO
REVIEW OF
RELATED LITERATURE
This chapter
reviews related literature on Continuous Assessment as a predictor of actual
performance of students in financial accounting. The aim is to find out other people’s views
as related to this study.
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